Background: The research aims to trace the perceptions of two high school principals in Israel towards social justice in education: one Arab and one Jewish. More specifically, it clarifies how principals' perceptions towards social justice are expressed in their school and management. The uniqueness of this study can be seen in its ability to clarify difficulties encountered in the promulgation of social justice in a multicultural reality suffused with ethnic and religious differences in a country split by political and religious conflicts. Expected outcomes: Several levels and issues for social justice exist in each school: at the national level, social justice relates to a discourse of co-existence within a context of inter-national conflict; including Jewish-Arab student encounters in the context of majority-minority relations; within the Jewish education system, social justice is expressed in the integration of students from weaker socio-economic strata or immigrants from Africa, and in the Arab education system relates to students from border regions or from the West Bank under the Palestinian authority or from Gaza, and to equal gender access to educational resources overshadowed by a culture that might discriminate women.